Persepolis – Marjane Satrapi

Thematic Quotes

These themes and quotes reflect the rich and multifaceted nature of Persepolis, capturing Marjane Satrapi’s experiences and observations during a tumultuous period in Iranian history.

Lines of Inquiry

Here are 10 lines of inquiry, each with 20 potential focuses, that could be included in an Extended Essay (EE) or Higher Level (HL) Essay:

1. The Role of Identity in Literary Narratives

• Exploration of cultural identity in the protagonist’s development.
• The influence of family heritage on character identity.
• Identity crises triggered by external societal pressures.
• Gender identity and its impact on narrative structure.
• The intersectionality of race and identity in character portrayal.
• Identity as shaped by historical context within the narrative.
• Dual identities and their conflict within the protagonist.
• The role of memory in shaping identity.
• Identity and displacement in immigrant narratives.
• Identity vs. societal expectations: a thematic conflict.
• The influence of religion on identity formation.
• The use of symbolism to represent identity.
• Identity as fluid or fixed in the character arc.
• The impact of trauma on the character’s sense of self.
• Identity as a form of resistance against oppression.
• The role of language in constructing identity.
• The portrayal of national identity in literature.
• The fragmentation of identity in postmodern narratives.
• The role of education in shaping identity.
• Identity and belonging: the search for community.

2. The Representation of Power and Authority

• Power dynamics between characters and their social hierarchy.
• The use of language as a tool of power.
• Representation of political power in dystopian literature.
• The subversion of traditional power structures in narratives.
• Gendered power relations within the story.
• Power struggles within family dynamics.
• The portrayal of authoritarian regimes and their impact on society.
• Power as a corrupting force in the protagonist’s journey.
• The role of surveillance in enforcing power.
• The use of propaganda to maintain power.
• The relationship between knowledge and power.
• Representation of colonial power and its impact on identity.
• The depiction of religious power in shaping social norms.
• Power relations between colonizers and the colonized.
• The role of violence in asserting authority.
• The tension between individual agency and institutional power.
• The portrayal of economic power and class disparities.
• The role of charismatic leadership in narrative power dynamics.
• The use of irony to critique power structures.
• The erosion of power and its consequences for the characters.

3. The Exploration of Global Issues through Literature

• Representation of climate change and environmental degradation.
• The impact of war and conflict on societies.
• Migration and displacement as central themes.
• The portrayal of social justice movements in literature.
• Globalization and its effects on cultural identity.
• The narrative of human rights violations.
• Economic inequality and its representation in literature.
• The role of technology in shaping global issues.
• Representation of pandemics and their social implications.
• The impact of colonialism and post-colonialism on global issues.
• The narrative of racism and its global implications.
• Gender inequality as a global issue in literature.
• The portrayal of political corruption on a global scale.
• The theme of terrorism and its impact on society.
• The intersection of global issues and individual experiences.
• The role of literature in raising awareness about global issues.
• The portrayal of cultural imperialism and its consequences.
• The narrative of poverty and its global dimensions.
• Representation of international conflicts and diplomacy.
• The role of education in addressing global issues.

4. The Role of Narrative Structure in Shaping Meaning

• The use of non-linear narratives and their impact on meaning.
• The role of multiple perspectives in constructing narrative meaning.
• The impact of unreliable narrators on reader interpretation.
• The use of stream-of-consciousness as a narrative technique.
• The role of time and chronology in narrative structure.
• Fragmented narrative structure and its implications for meaning.
• The impact of narrative pacing on thematic development.
• The use of epistolary forms in constructing narrative meaning.
• The role of flashbacks in shaping narrative understanding.
• The relationship between plot structure and character development.
• The role of foreshadowing in narrative construction.
• The use of parallel narratives and their impact on meaning.
• The impact of narrative voice on reader engagement.
• The use of metafiction to explore narrative meaning.
• The role of narrative gaps and silences in shaping interpretation.
• The use of symbolism in structuring narrative meaning.
• The impact of cyclical narratives on thematic resolution.
• The role of narrative framing devices in shaping reader understanding.
• The use of intertextuality in constructing narrative meaning.
• The relationship between narrative form and thematic content.

5. The Role of Language in Constructing Reality

• The use of figurative language to shape perception.
• The impact of language on the construction of identity.
• The role of language in shaping social hierarchies.
• The use of dialect and vernacular to construct cultural reality.
• The power of rhetoric in shaping political discourse.
• The role of language in constructing gender norms.
• The impact of euphemism and doublespeak in shaping reality.
• The relationship between language and power.
• The use of language to construct myth and folklore.
• The role of language in constructing historical narratives.
• The impact of language on the construction of memory.
• The use of language to challenge dominant ideologies.
• The role of language in constructing national identity.
• The impact of language on the construction of the Other.
• The use of irony and satire to critique reality.
• The relationship between language and thought.
• The role of translation in shaping meaning across cultures.
• The impact of language on the construction of moral values.
• The use of language to construct utopian and dystopian visions.
• The role of language in constructing the self and subjectivity.

6. The Impact of Historical Context on Literary Works

• The influence of political events on narrative themes.
• Representation of historical figures and events in literature.
• The role of historical context in shaping character development.
• The impact of social movements on literary themes.
• The influence of economic conditions on narrative structure.
• The role of war and conflict in shaping literary works.
• The impact of colonialism and imperialism on literary themes.
• The influence of cultural revolutions on narrative form.
• The role of historical trauma in shaping character psychology.
• The impact of technological advancements on literary themes.
• The influence of religious movements on literary works.
• The role of historical memory in shaping narrative meaning.
• The impact of historical censorship on literary production.
• The influence of class struggles on narrative themes.
• The role of historical myths and legends in literature.
• The impact of historical migration on narrative structure.
• The influence of historical revolutions on literary form.
• The role of historical context in shaping literary genre.
• The impact of historical narratives on collective identity.
• The influence of historical figures on character archetypes.

7. The Exploration of Moral and Ethical Dilemmas in Literature

• The portrayal of moral ambiguity in character decisions.
• The role of ethical dilemmas in narrative conflict.
• The impact of moral choices on character development.
• The exploration of justice and fairness in literary works.
• The role of guilt and redemption in ethical dilemmas.
• The portrayal of moral relativism in narrative themes.
• The impact of ethical conflicts on narrative resolution.
• The role of moral codes and societal norms in literature.
• The exploration of personal vs. collective ethics in character choices.
• The impact of moral dilemmas on narrative tension.
• The portrayal of ethical consequences in literary works.
• The role of empathy and compassion in ethical decisions.
• The exploration of moral duty and responsibility in character arcs.
• The impact of moral dilemmas on reader interpretation.
• The portrayal of ethical resistance against oppressive systems.
• The role of ethical reasoning in character motivation.
• The exploration of moral courage in challenging situations.
• The impact of ethical dilemmas on narrative complexity.
• The portrayal of moral hypocrisy in character interactions.
• The role of ethical dilemmas in shaping thematic meaning.

8. The Influence of Social Class on Narrative Structure

• The representation of class struggles in literary themes.
• The impact of social class on character relationships.
• The role of economic disparity in shaping narrative conflict.
• The portrayal of class mobility and its challenges.
• The influence of social class on character identity.
• The impact of wealth and poverty on narrative structure.
• The role of social class in shaping character aspirations.
• The portrayal of class-based prejudice in literary works.
• The impact of class distinctions on narrative tension.
• The role of social class in shaping narrative voice.
• The exploration of class solidarity and resistance in literature.
• The influence of social class on narrative resolution.
• The portrayal of class-based power dynamics in literature.
• The impact of social class on character development.
• The role of class privilege in shaping narrative themes.
• The exploration of class inequality in literary works.
• The influence of social class on narrative form and style.
• The impact of class conflict on narrative progression.
• The role of class consciousness in shaping character motivation.
• The portrayal of class-based identity in literary themes.

9. The Exploration of Human Relationships and Emotional Connections

• The portrayal of family dynamics and relationships.
• The role of friendship in character development.
• The impact of romantic relationships on narrative progression.
• The exploration of parent-child relationships in literature.
• The role of mentorship and guidance in character arcs.
• The impact of betrayal and trust in human relationships.
• The exploration of sibling relationships and rivalry.
• The role of love and compassion in narrative themes.
• The impact of loss and grief on character relationships.
• The portrayal of platonic relationships in literature.
• The exploration of power dynamics in human connections.
• The role of forgiveness and reconciliation in narrative resolution.
• The impact of social bonds and community on character development.
• The exploration of loneliness and isolation in human relationships.
• The role of loyalty and allegiance in shaping character interactions.
• The impact of cultural differences on human relationships.
• The exploration of generational conflict in family dynamics.
• The role of communication and miscommunication in shaping relationships.
• The impact of emotional manipulation on human connections.
• The portrayal of supportive vs. toxic relationships in literature.

10. The Representation of Ideology and Belief Systems.

• The portrayal of religious beliefs and their impact on characters.
• The exploration of political ideologies in literary works.
• The role of philosophical beliefs in shaping character motivations.
• The impact of cultural beliefs on narrative themes.
• The portrayal of ideological conflict and its consequences.
• The exploration of utopian and dystopian ideologies.
• The role of belief systems in shaping societal norms in literature.
• The impact of ideological indoctrination on character development.
• The portrayal of ideological resistance and rebellion in narratives.
• The exploration of moral and ethical beliefs in literature.
• The role of nationalistic ideologies in shaping character identity.
• The impact of ideological propaganda on narrative progression.
• The exploration of conflicting belief systems within a community.
• The portrayal of ideological extremism and its consequences.
• The role of ideological transformation in character arcs.
• The impact of ideological conformity on character relationships.
• The exploration of belief systems as a source of conflict.
• The role of ideology in shaping narrative voice and perspective.
• The portrayal of ideological disillusionment in literary works.
• The impact of belief systems on narrative structure and form.

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These lines of inquiry and focuses provide a broad range of angles to explore in either an Extended Essay or Higher Level Essay, offering ample opportunities for deep analysis and critical thinking within literary studies.

Vocabulary

Here are 20 challenging vocabulary words from Persepolis along with their definitions:

• Repression – The act of subduing someone or something by force; suppression of feelings, ideas, or desires.
• Totalitarianism – A political system where the state holds total authority and individual freedoms are greatly restricted.
• Martyr – A person who is killed or suffers greatly for a cause, particularly for their beliefs.
• Oppression – The prolonged cruel or unjust treatment or control of individuals or groups.
• Subversive – Seeking to undermine or overthrow an established system or institution.
• Censorship – The suppression or prohibition of speech, writing, or other forms of expression deemed objectionable or harmful.
• Sectarianism – The division or conflict between different religious or political groups.
• Ideology – A set of beliefs or ideals that form the basis of a political, economic, or other system.
• Intelligentsia – The intellectual elite or the educated class of a society.
• Militant – Engaged in warfare or conflict; aggressively active in support of a cause.
• Atrocity – An extremely wicked or cruel act, typically involving physical violence or injury.
• Dissident – A person who opposes official policy or doctrine, often in a political context.
• Ideologue – An adherent of an ideology, especially one who is uncompromising and dogmatic.
• Sanction – A penalty or coercive measure imposed to enforce compliance with laws or regulations.
• Propaganda – Information, especially biased or misleading, used to promote or publicize a particular political cause or point of view.
• Autocracy – A system of government in which one person possesses unlimited power.
• Persecution – The ongoing harassment or oppression of individuals or groups due to their beliefs or identity.
• Totalitarian – Relating to a system of government that is centralized and dictatorial and requires complete subservience to the state.
• Anarchy – A state of disorder due to the absence or non-recognition of authority or other controlling systems.
• Theocracy – A system of government in which priests rule in the name of God or a god.

Glossary

Here’s a glossary with 20 terms relevant to Persepolis:

• Islamic Revolution – The 1979 revolution in Iran that led to the overthrow of the Shah and the establishment of an Islamic Republic under Ayatollah Khomeini.
• Veil (Hijab) – A traditional head covering worn by Muslim women, mandated by the Iranian government for women in public.
• Shah – The title given to the monarch of Iran before the 1979 revolution; Mohammad Reza Pahlavi was the last Shah.
• Ayatollah Khomeini – The leader of the 1979 Islamic Revolution who became the Supreme Leader of Iran.
• Basij – A paramilitary volunteer militia established by the Iranian government, often involved in enforcing social and moral codes.
• Revolutionary Guard – The Islamic Revolutionary Guard Corps (IRGC), a branch of Iran’s military responsible for safeguarding the revolution and its ideals.
• Martyrs – Individuals who are killed for their religious or political beliefs; often revered in Iranian society as symbols of sacrifice.
• Censorship – The suppression or restriction of content, including media and educational materials, imposed by the government.
• Fundamentalism – A strict adherence to religious doctrines and practices, often associated with conservative and traditionalist views.
• Westernization – The process of adopting Western culture, values, and practices, which was opposed by the Islamic regime in Iran.
• Exile – The state of being barred from one’s native country, often for political reasons; Marjane Satrapi was exiled to Europe for her safety.
• Propaganda – Information, often biased or misleading, used to promote a particular political or ideological agenda.
• Secularism – The separation of religion from political, social, and educational institutions, opposed by the Islamic regime in Iran.
• Oppression – The systematic and prolonged mistreatment or control of individuals or groups by a dominant power.
• Dissent – The expression of opinions that are contrary to the established norms or policies of a government or authority.
• Martyrdom – The act of dying or suffering for one’s beliefs, often celebrated in revolutionary contexts.
• Ideology – A set of ideas or beliefs that guide political, social, or economic policies.
• Demonstration – A public gathering or protest expressing opposition to government policies or societal issues.
• Intelligentsia – The intellectual elite of a society, often involved in political or cultural leadership and discourse.
• Sanction – A punitive measure or restriction imposed by one country or group against another, often used to enforce compliance or punish wrongdoing.

Contexts

Understanding Persepolis without its contexts is not going to be possible. “Persepolis: The Story of a Childhood” is set within the complex historical, social, and political backdrop of Iran during the late 20th century. The memoir touches on several critical contexts that shaped both the narrative and the lives of the characters. Below are the major contexts of the story:

1. The Iranian Revolution (1979)

• Historical Context: The Iranian Revolution of 1979 was a pivotal event in Iranian history that led to the overthrow of the Shah (Mohammad Reza Pahlavi) and the establishment of the Islamic Republic under Ayatollah Khomeini.
• Political Shifts: The revolution began as a popular uprising against the autocratic rule of the Shah, who was seen as a puppet of Western powers, particularly the United States. Many Iranians hoped for a more democratic and free society.
• Religious Context: The revolution ultimately resulted in a theocratic regime, where Islamic law and clerical authority replaced the monarchy. The new government imposed strict religious rules, especially on women’s dress and public behavior, symbolized by the mandatory veiling of women.
• Personal Impact: Marjane and her family are secular and politically active, opposing both the Shah’s oppressive regime and the strict religious government that follows. The revolution dramatically changes their lives and the country’s social fabric.

2. The Shah’s Regime

• Historical Context: The Shah’s rule, particularly Mohammad Reza Pahlavi, is portrayed as corrupt and oppressive, supported by Western nations for its control of oil reserves. His regime was characterized by censorship, political repression, and the secret police (SAVAK).
• Western Influence: The Shah’s attempts to Westernize Iran, particularly through the White Revolution, are met with resistance from traditionalists and leftists alike. His lavish lifestyle and authoritarian governance alienated many Iranians.
• Personal Impact: Marjane’s family opposes the Shah’s regime, as it imprisoned and tortured political dissidents, including members of her own family. The regime’s collapse during the revolution initially brings hope for change.

3. The Iran-Iraq War (1980–1988)

• Historical Context: Shortly after the Islamic Revolution, Iran was plunged into a devastating war with neighboring Iraq, led by Saddam Hussein. The war lasted eight years and caused massive loss of life and economic destruction.
• Cultural Impact: The war intensified the already strict conditions in Iran under the Islamic Republic. The regime used the conflict to consolidate power, suppress dissent, and encourage nationalism, particularly among the youth.
• Personal Impact: Marjane grows up in the shadow of the war, witnessing bombings, the loss of family members, and the increasing militarization of society. The war becomes a backdrop for her childhood and shapes her understanding of national and personal sacrifice.

4. Islamic Fundamentalism and the Rise of the Islamic Republic

• Political Context: After the revolution, the Islamic Republic implemented strict laws based on Sharia, or Islamic law, restricting personal freedoms, especially for women. This included mandatory veiling, censorship, and gender segregation.
• Cultural Shifts: The shift from a secular to a religious state led to a significant transformation in everyday life. Public behavior was closely monitored, and dissent was harshly punished. The arts, media, and education were all brought under the control of the regime.
• Gender Restrictions: The new laws placed heavy restrictions on women, particularly in terms of dress and behavior. Women were required to wear the veil in public, and their freedoms in work, education, and travel were limited.
• Personal Impact: Marjane and her family, particularly the women, struggle with these new restrictions. Marjane’s experiences with wearing the veil and attending segregated schools symbolize her personal conflict with the regime’s oppressive laws.

5. Social Class and Economic Disparity

• Class Struggles: Throughout the memoir, Satrapi highlights the significant economic disparities in Iran, both before and after the revolution. The Shah’s regime favored a wealthy elite, leading to widespread poverty and unrest, which helped fuel the revolution.
• Revolution and Class: After the revolution, many hoped that the Islamic Republic would address social inequalities, but economic challenges persisted. The middle class, in particular, found themselves squeezed between revolutionary rhetoric and economic hardship.
• Personal Impact: Marjane’s family is middle-class, and she experiences both the privileges and the challenges that come with this status. Her family’s political awareness and financial stability give her opportunities, but they also make them targets for scrutiny under both the Shah’s and the Islamic Republic’s regimes.

6. Secularism vs. Religious Conservatism

• Cultural Context: Pre-revolutionary Iran was a mix of secular and religious influences, with many urban families, like Marjane’s, embracing modernity, secular education, and Western culture. The revolution changed this balance, bringing conservative religious values to the forefront.
• Religious Authority: The Islamic Republic was based on the idea of Velayat-e Faqih, or the rule of the Islamic jurist, which placed religious leaders in positions of ultimate authority. This system led to clashes between secular families and the new regime.
• Personal Impact: Marjane’s secular upbringing clashes with the growing religious conservatism around her. She often expresses frustration with the forced religious practices imposed on her at school and in public, especially as a young girl coming of age in this environment.

7. Childhood and Coming of Age

• Psychological Context: The story is largely told from Marjane’s perspective as a child growing up in the midst of political upheaval. Her innocence and confusion about the events happening around her provide a poignant contrast to the violence and repression of the revolution and war.
• Identity Formation: As Marjane grows up, she grapples with questions of identity, particularly as she navigates the divide between her secular upbringing and the religious, repressive society she is forced to live in. Her move to Austria for her teenage years further complicates this identity struggle.
• Personal Impact: Marjane’s journey from childhood to adolescence is marked by her growing political awareness and sense of rebellion. Her experiences of witnessing violence, losing loved ones, and questioning authority all contribute to her development as an independent thinker.

Persepolis 1 Chapters

1. The Veil

• The Islamic Revolution in Iran led to the introduction of mandatory veiling for women.
• Marjane Satrapi, the protagonist, is 10 years old when the veil becomes compulsory.
• Girls in Marjane’s school, previously integrated, are now segregated by gender.
• Marjane and her classmates do not understand the veil’s significance and play with it.
• Marjane’s family is secular, and they do not support the strict religious mandates of the new regime.
• Marjane expresses her desire to become a prophet at a young age.
• She has a strong sense of justice and believes in equality.
• The veil becomes a symbol of the political and religious shifts in Iran.
• Many of Marjane’s classmates, including herself, initially rebel against wearing the veil.
• The Islamic Revolution leads to significant changes in Iran’s political, social, and cultural landscape.
• Marjane’s parents are politically active and participate in demonstrations against the Shah.
• The revolution is portrayed as a complex event, with many citizens hoping for greater freedom, not repression.
• Marjane’s grandmother is critical of the revolution, having lived through several regime changes.
• The Shah’s regime had its own forms of repression, which preceded the Islamic Revolution.
• Marjane sees herself as a young revolutionary and believes in the power of change.
• She has religious visions of God, whom she imagines as a kindly old man.
• Marjane is influenced by both the revolutionary spirit of her family and the religious atmosphere.
• The revolution in Iran is followed by the establishment of the Islamic Republic.
• The new regime enforces strict Islamic laws, including dress codes and gender segregation.
• Marjane’s family continues to speak out against the new regime, despite the dangers.

2. The Bicycle

• Marjane starts learning about the history of revolutionaries in Iran and around the world.
• She reads about Che Guevara, Fidel Castro, and other revolutionaries, idolizing them.
• Marjane becomes aware of the political struggle against the Shah’s regime.
• Her parents continue to participate in protests against the Shah.
• Marjane’s father explains the concept of a revolution and why people fight against oppression.
• Her fascination with revolutionaries grows as she understands more about Iran’s history.
• Marjane dreams of becoming a revolutionary leader herself.
• The chapter discusses how Iran’s history is marked by foreign intervention and internal conflict.
• Marjane learns that her country’s resources, particularly oil, have attracted foreign powers.
• The idea of a revolution being like a bicycle (constantly moving forward) is introduced by her father.
• Marjane’s family fears for their safety, as protests become more violent.
• The protests are often met with brutal force by the Shah’s regime.
• Marjane learns that many of the revolutionaries have been imprisoned or executed.
• Her understanding of justice and oppression deepens as she sees her country in turmoil.
• Marjane starts to question the role of foreign powers, especially the United States and Britain, in Iran’s politics.
• Her parents’ discussions at home influence her understanding of global politics.
• The chapter reflects the growing momentum of the revolution against the Shah.
• Marjane’s admiration for revolutionary figures is tempered by the reality of violence and repression.
• She realizes that revolutions are not always about freedom but can lead to more suffering.
• Marjane’s political awakening begins as she becomes aware of the larger forces at play in Iran’s future.

3. The Water Cell

• Marjane learns about her family’s political history, especially the role of her grandfather.
• Her grandfather was a prince before becoming a communist and was imprisoned by the Shah’s regime.
• Marjane’s father explains that her grandfather was tortured in a water cell as a political prisoner.
• The water cell is a form of torture where prisoners are forced to sit in a water-filled cell for hours.
• Marjane’s grandmother also suffered, living in poverty while her husband was in prison.
• Marjane is shocked by the cruelty her family faced under the Shah’s rule.
• Her grandmother was forced to boil water and pretend to cook to maintain appearances.
• The chapter highlights the personal cost of political oppression in Iran.
• Marjane reflects on how her family’s wealth and status were taken away due to political conflict.
• She begins to understand that her family’s history is intertwined with Iran’s turbulent politics.
• Marjane imagines her grandfather’s suffering, which deepens her empathy for political prisoners.
• The water cell becomes a symbol of the cruelty inflicted by the Shah’s regime.
• Marjane feels a connection to her grandfather’s political ideals, despite never having met him.
• Her father tells stories of resistance to the Shah, deepening her understanding of revolution.
• Marjane becomes more aware of the cost of political activism.
• The Shah’s regime is portrayed as corrupt and oppressive, leading to widespread discontent.
• Marjane starts to grasp the complexities of power, wealth, and politics in Iran.
• She wonders about the motivations behind revolution and oppression.
• The chapter introduces the theme of generational trauma and how political conflict affects families.
• Marjane begins to question whether revolution will lead to true freedom for Iran.

4. Persepolis

• The chapter title refers to the ancient capital of the Persian Empire.
• Marjane’s family discusses the greatness of Iran’s history and the fall of the monarchy.
• The revolution against the Shah gains momentum, with more protests across the country.
• Marjane’s father is a photographer, documenting the protests despite the dangers.
• The protests are met with violent crackdowns by the Shah’s forces.
• Marjane’s family is critical of both the Shah and the new Islamic regime that is emerging.
• The chapter contrasts Iran’s ancient history with the political turmoil of the present.
• Marjane’s parents are hopeful that the revolution will bring about greater freedom.
• Marjane begins to see the complexities of the revolution, realizing that not everyone agrees on the outcome.
• The family continues to attend protests, even as the situation becomes more dangerous.
• The Shah’s regime is increasingly weakened, and many of his supporters flee the country.
• Marjane’s father discusses the influence of Western powers in propping up the Shah’s rule.
• Marjane learns about the role of oil in Iran’s political struggles.
• The revolution brings together people from all walks of life, but there are divisions about what should come next.
• Marjane’s mother is hopeful for a new, more democratic government.
• The family celebrates the fall of the Shah, but their joy is short-lived.
• Marjane continues to feel conflicted about the revolution’s direction.
• The Islamic Republic begins to impose strict rules, including veiling for women.
• Marjane’s sense of justice grows as she sees the injustices of both the old and new regimes.
• The chapter reflects on the cyclical nature of oppression and revolution in Iranian history.

5. The Party

• The Shah’s regime officially falls, and there are widespread celebrations in Iran.
• Marjane’s family is thrilled by the Shah’s departure, hoping for a brighter future.
• The chapter captures the initial optimism following the revolution.
• Many of the Shah’s former supporters flee the country, fearing retribution.
• Marjane learns that one of her classmates’ fathers was a member of the secret police.
• The children in Marjane’s school begin to bully the classmate, calling his father a murderer.
• Marjane feels conflicted about the treatment of the boy, as his father’s actions were not his fault.
• The new Islamic regime begins to take control, and political tensions remain high.
• Marjane’s family realizes that the revolution may not lead to the freedoms they hoped for.
• The political environment becomes more repressive as the Islamic Republic consolidates power.
• Marjane’s parents continue to attend political rallies, but their optimism fades.
• The chapter introduces the idea that revolutions can quickly become corrupt.
• Marjane struggles with the new political and social realities of post-revolutionary Iran.
• The mandatory veiling of women is enforced, much to Marjane’s and her mother’s dismay.
• The Islamic Republic begins to implement stricter laws governing everyday life.
• Marjane starts to understand the complexities of post-revolutionary politics.
• She reflects on how quickly the excitement of revolution turns to disillusionment.
• The chapter highlights the role of children in understanding political conflict.
• Marjane’s family is disappointed by the direction the new regime takes.
• The chapter ends with a sense of uncertainty about Iran’s future.

Persepolis 2 Chapters

1. The Soup

• Marjane arrives in Vienna, Austria, at the age of 14.
• She struggles to adapt to the new culture and learn German.
• Marjane stays with a family friend named Zozo.
• Zozo and her family treat Marjane coldly and she feels unwelcome.
• Zozo’s husband works as a dentist.
• Marjane feels isolated and lonely, missing her family in Iran.
• She is sent to a boarding school run by nuns.
• The nuns have strict rules and make comments about her background.
• Marjane is not used to the luxurious lifestyle in Austria.
• She discovers new European customs that are unfamiliar to her.
• She feels uncomfortable with the lack of religious restrictions in Austria.
• Marjane contrasts her experiences in Iran and Europe.
• She feels like an outsider at her new school.
• Language barriers make it hard for her to communicate with others.
• The cultural shock adds to her sense of alienation.
• Marjane is introduced to new foods, such as Austrian soup.
• The stark difference in freedom confuses her.
• She experiences homesickness during her stay.
• Marjane reflects on her family’s decision to send her away.
• Her emotional turmoil begins to grow.

2. Tyrol

• Marjane moves to a Catholic boarding school.
• The nuns run the boarding school with strict discipline.
• She feels even more isolated due to the religious environment.
• The school environment is very different from what she expected.
• She tries to adapt to her new surroundings but struggles.
• The other students do not relate to her experiences.
• Marjane faces prejudice from the nuns about her Iranian background.
• She feels judged for being from the Middle East.
• She forms shallow friendships with some classmates.
• Her feelings of alienation deepen as she tries to fit in.
• She tries to engage with the Austrian culture.
• Marjane realizes she cannot escape her past.
• She starts questioning her identity more deeply.
• Her friendships at the boarding school are temporary and fragile.
• Marjane starts to feel disconnected from her Iranian roots.
• The cultural gap between her and the Austrian students is clear.
• She tries to learn more about Western culture but remains an outsider.
• The strict environment makes her long for freedom.
• Marjane starts to doubt her decision to come to Austria.
• She feels stuck between two worlds: Iranian and European.

3. Pasta

• Marjane becomes more deeply entrenched in homesickness.
• She struggles to make meaningful connections with others.
• She feels a growing cultural divide between herself and her peers.
• Her friendships with the Austrian students remain superficial.
• Marjane’s mental health starts to decline.
• She develops unhealthy coping mechanisms, including overeating.
• She binges on pasta as a way to comfort herself.
• The cultural gap between Iran and Austria feels insurmountable.
• Marjane longs for her parents and the familiarity of home.
• Her isolation in Austria becomes more severe.
• She faces xenophobia from some of the Austrian students.
• Marjane struggles with language barriers.
• She realizes that she cannot relate to the carefree lifestyle of her peers.
• Her existential crisis begins to deepen.
• She starts questioning her future and her place in the world.
• Her academic performance begins to decline.
• Marjane grows more introspective about her life.
• She faces feelings of guilt for leaving Iran.
• Marjane becomes increasingly disconnected from her former self.
• She feels trapped in a cycle of loneliness and alienation.

4. The Pill

• Marjane begins experimenting with drugs.
• She becomes involved with a group of rebellious friends.
• Her friends introduce her to Western counterculture.
• Marjane starts distancing herself from her Iranian roots.
• She engages in risky behavior to fit in.
• Her drug use reflects her growing detachment from reality.
• She begins romantic relationships that are ultimately unfulfilling.
• Marjane struggles to reconcile her conservative upbringing with her new lifestyle.
• Her parents are unaware of her behavior in Austria.
• She feels ashamed of her actions but continues to rebel.
• Marjane becomes disillusioned with her new friends.
• She finds herself trapped in a cycle of self-destruction.
• The tension between her Iranian identity and Austrian life becomes unbearable.
• She starts neglecting her studies.
• Her relationship with her friends becomes strained.
• Marjane’s health begins to decline due to her lifestyle.
• She feels increasingly detached from her values.
• Her friendships grow more superficial over time.
• Marjane questions whether she will ever feel like she belongs.
• She feels emotionally numb and lost.

5. The Vegetable

• Marjane experiences an existential crisis.
• She describes herself as feeling like a “vegetable.”
• She becomes more introspective and questions the meaning of her life.
• Marjane reflects on her isolation from both Iran and Austria.
• Her feelings of alienation reach their peak.
• She withdraws from her friends and social life.
• Marjane’s health and mental state begin to deteriorate.
• She stops caring about her appearance and hygiene.
• She becomes increasingly apathetic toward her surroundings.
• Her academic performance continues to suffer.
• Marjane stops attending classes regularly.
• She becomes more disconnected from her past ambitions.
• Marjane questions whether she made the right choice in leaving Iran.
• She reflects on the cultural pressures she faced in both Iran and Austria.
• Her depression worsens as she isolates herself further.
• She contemplates the direction of her life and her future.
• Marjane becomes indifferent to her friends’ carefree attitudes.
• She experiences physical symptoms of her mental health decline.
• She begins to contemplate her identity in a more philosophical way.
• Marjane feels she has lost touch with the person she once was.